The Spectrum of Teaching Styles in Physical Education

Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
List of Contributors
Chapter 1: Introduction to The Spectrum
	Brief history and changes
	About the chapters
	Spectrum development
	Criticisms of The Spectrum
	References
Chapter 2: History and overview of The Spectrum
	The beginning
	Landmark Styles (A–K)
	Clusters
	Non-Landmark Styles – Canopy Styles
	Episodic Teaching*
	Episodic Teaching Research
	O-T-L-O
	Developmental Channels*
	Financial Developmental Channel
	Center on Teaching
	Future perspectives
	References
Chapter 3: The Spectrum: my journey
	A Spectrum-based PETE program
	Summary
	References
Chapter 4: Using The Spectrum to interrogate the Teaching Styles of physical education teachers
	The need for a common language
	Curriculum documents
	Sporting problems
	How to interrogate teaching styles
	References
Chapter 5: Using The Spectrum to ground PETE students’ pedagogical footings
	Education in, through and about movement
	Transformative pedagogy and pedagogical accountability
	Using The Spectrum as transformative PETE at Flinders University
	Foregrounding the learner
	Critical examination of apprenticeship
	Conclusion
	References
Chapter 6: Considering the application of a range of teaching styles from The Spectrum that promotes the holistic development of tennis players in a variety of learning domains
	Practice style – in practice
	‘Crosscourt Chargers’
	Divergent Discovery – in practice
	‘Triple Treat’
	Inclusion Style – in practice
	Inclusion Style and game modification – in practice
	Shifting decisions to create new learning and teaching episodes
	Practice Style to Reciprocal Style – in practice
	References
Chapter 7: Reconciling approaches: Mosston and Ashworth’s Spectrum of Teaching Styles as a tool to examine the complexity of any teaching (or coaching) approach
	The Spectrum
	A constraints-led approach
	Discussion
	Conclusion
	References
Chapter 8: An analysis of Spectrum research on teaching: Study 2
	The research
	Identifying research
	Categorising research
	Data analysis
	Results
		Trends by decade of publication outlet/dissertation research
		Country of origin
		Teaching Styles used
		Population
		Focus
		Observation used
		Discussion
	Conclusion
	References
Chapter 9: Featuring The Spectrum in an eclectic PETE program
	PETE at UA
	The Spectrum within the core PETE program at UA
	Permeating theories and perspectives
	Foundational pedagogies
	Instructional models
	Graduate students’ involvement with The Spectrum
	Conclusion
	References
Chapter 10: Inclusion Style of teaching: Student autonomy and responsibility
	Description of Inclusion Style
	Inclusion Style – a holistic instructional approach: psychomotor, cognitive and affective educational learning domains
	Implementing Inclusion Style
	Conclusion
	References
Chapter 11: Effects of the Reciprocal Teaching Style on skill acquisition, verbal interaction and ability to analyse in fifth grade children in physical education
	Syllabus documents
	Reciprocal Style
	Method
	The task
	The treatments
	Testing
	Results
	Discussion
	Conclusion
	References
Chapter 12: Teachers’ and students’ experiences with and perceptions of the Teaching Styles
	The Spectrum use and perceptions
		Overview
	How many styles are being used?
	What are participants’ perspectives on the styles?
	Do participant characteristics influence their perspectives?
	Discussion
	References
Chapter 13: Examining physical education teachers’ and pre-service physical education teachers’ knowledge related to reproduction and production Teaching Styles through the Framework Theory of Conceptual Change
	Framework Theory of Conceptual Change
	Conceptual Change and implications to curriculum design
	Pre-service physical education teachers and physical education teachers’ knowledge development of teaching styles
	Initial mental model
	Synthetic mental model
	Implications
	References
Chapter 14: The teaching continuum: A framework for generalist trained elementary school teachers in physical education
	Importance of effective teaching in elementary school physical education
	Critical components of an elementary school physical education experience
	Teaching Styles available for GT teachers
	GT teachers’ background of physical education
	The Teaching Continuum
	The Teaching Continuum – examples
	Why teachers should use The Teaching Continuum
	Conclusion
	References
Chapter 15: Future considerations on The Spectrum
	Canopy designs
	An inventory of Landmark Teaching Styles
	The Spectrum model
	Using The Spectrum to in fields other than physical education and to interrogate other teaching models
	Conclusion
	References
Index